APA・MLA・Chicagoでのブロック引用の書式

APA 7、括弧内引用:

コロンで終わる導入文:

     40語以上の引用テキスト。0.5インチインデントし、ダブルスペースにし、引用符なし、自身のピリオドで終える。(著者, 年, p. ページ)

APA 7、叙述引用:

著者 (年) は次のように述べている:

     40語以上の引用テキスト。(p. ページ)

MLA 9:

コロンで終わる導入文:

     4行を超える引用散文。0.5インチインデントし、ダブルスペースにし、引用符なし。(著者 ページ)

Chicago 18、notes-bibliography:

コロンで終わる導入文:

     およそ100語以上、または二段落以上の引用散文。0.5インチインデントし、引用符なし。1

Chicago 18、author-date:

     引用散文、同じレイアウト。(著者 年, ページ)

参考文献:

Farrow, E. (2020). The ecology of attention. Lantern House.

論文の中では:

Farrow rejects the idea that focus can be commanded:

     Attention is not a resource that a classroom can simply demand. It is trained by the environment, by the pace of the day, and by the number of competing signals a student has already absorbed before the lesson begins. A teacher who ignores that history is asking for a capacity the room has already spent, and no amount of insistence will refund it. (Farrow, 2020, p. 63)

Farrow (2020) rejects the idea that focus can be commanded:

     Attention is not a resource that a classroom can simply demand. It is trained by the environment, by the pace of the day, and by the number of competing signals a student has already absorbed before the lesson begins. A teacher who ignores that history is asking for a capacity the room has already spent, and no amount of insistence will refund it. (p. 63)

段落:

(Farrow, 2020, para. 4)

見出しと段落:

(Farrow, 2020, Borrowed Time section, para. 2)

章と段落:

(Farrow, 2020, Chapter 3, para. 4)

タイムスタンプ（視聴覚作品）:

(Farrow, 2021, 12:40)

著作引用:

Farrow, Elena. The Ecology of Attention. Lantern House, 2020.

論文の中では:

Farrow rejects the idea that focus can be commanded:

     Attention is not a resource that a classroom can simply demand. It is trained by the environment, by the pace of the day, and by the number of competing signals a student has already absorbed before the lesson begins. A teacher who ignores that history is asking for a capacity the room has already spent, and no amount of insistence will refund it. (63)

導入文で著者を名指ししない場合:

(Farrow 63)

著作引用:

Marlowe, Ines. "Harbor Light." Salt Ledger, Coppice Editions, 2018, p. 22.

地の文に組み込む場合（3行以下）:

The poem opens on refusal: "The tide keeps no appointment with the pier, / yet every hull that leans against the dark / is lifted, unasked, an inch toward the year" (Marlowe, lines 1–3).

ブロックにする場合（3行を超える）:

The poem opens on refusal and ends on return:

     The tide keeps no appointment with the pier,
     yet every hull that leans against the dark
     is lifted, unasked, an inch toward the year
     and set down where the morning left its mark. (Marlowe, lines 1–4)

書誌:

Farrow, Elena. The Ecology of Attention. Lantern House, 2020.

論文の中では:

Farrow rejects the idea that focus can be commanded:

     Attention is not a resource that a classroom can simply demand. It is trained by the environment, by the pace of the day, and by the number of competing signals a student has already absorbed before the lesson begins.
          A teacher who ignores that history is asking for a capacity the room has already spent, and no amount of insistence will refund it.1

注:

1. Elena Farrow, The Ecology of Attention (Lantern House, 2020), 63–64.

後の注:

5. Farrow, Ecology of Attention, 71.

参考文献リスト:

Farrow, Elena. 2020. The Ecology of Attention. Lantern House.

ブロックのあと:

     . . . and no amount of insistence will refund it. (Farrow 2020, 63–64)

地の文に組み込む場合:

Marlowe begins with a refusal, "The tide keeps no appointment with the pier, / yet every hull that leans against the dark / is lifted," before the poem turns toward return.2

注:

2. Ines Marlowe, "Harbor Light," in Salt Ledger (Coppice Editions, 2018), 22.

ブロックにする場合:

     The tide keeps no appointment with the pier,
     yet every hull that leans against the dark
     is lifted, unasked, an inch toward the year
     and set down where the morning left its mark.3

注:

3. Marlowe, "Harbor Light," 22.

完全な文、コロン:

Farrow rejects the idea that focus can be commanded:

発言を表す動詞、コンマ:

As Farrow (2020) put it,

文法的な続き、句読点なし:

Farrow (2020) insists that

書かないでください:

Farrow argues that: — コロンが未完成の節を分断している

原文:

Attention is not a resource that a classroom can simply demand. It is trained by the environment, by the pace of the day, and by the number of competing signals a student has already absorbed before the lesson begins. A teacher who ignores that history is asking for a capacity the room has already spent.

APA 7、文の途中での語の削除:

It is trained by the environment . . . and by the number of competing signals a student has already absorbed before the lesson begins. (Farrow, 2020, p. 63)

APA 7、文全体の削除:

Attention is not a resource that a classroom can simply demand. . . . A teacher who ignores that history is asking for a capacity the room has already spent. (Farrow, 2020, p. 63)

MLA 9、同じ削除:

Attention is not a resource that a classroom can simply demand. . . . A teacher who ignores that history is asking for a capacity the room has already spent. (Farrow 63)

Chicago 18、挿入付き:

A teacher who ignores that history [of the school day] is asking for a capacity the room has already spent. (Farrow 2020, 63)

地の文に組み込む場合（内側は一重引用符）:

Farrow (2020) reports that one teacher "called the first period ‘the borrowed hour’ and planned around it" (p. 65).

ブロックにする場合（内側は二重引用符）:

Farrow (2020) reports the phrase that shaped her study:

     One veteran teacher called the first period "the borrowed hour" and planned around it. She did not expect attention before nine; she expected to earn it by ten, and she built the lesson so that the earning was visible to the students who were doing it. (p. 65)